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i) 


WHY  IS    HISTORY  RE  AT)    So\ 

LITTLE ? 


AN    ADDRESS 


TO- 


(Parents,    Teachers,    and    Members    of 
Fashionable    Society, 


BY 


A    STUDENT    OF    HISTORY. 


PRINTED      BY 

1  Walter    F.    Wheaton,   IS    William    Street,    New    Bedford,   Mass. 

1876. 


WHY  IS    HISTORY  <REA<D    SO 

LITTLE ? 


AN    ADDRESS 


TO 


(Parents,    Teachers,    and    Members    of 
Fashionable    Society, 


BY 


A    STUDENT    OF    HISTORY. 


PRINTED      BY 

Walter    F.    Wheaton,   18    William    Street,    New    Bedford,   Mass- 

1876. 


h 


%t  t\\t  Jimty, 


Having,  for  several  years,  been  a  reader  and 
student  of  history  and  English  Literature,  I  have 
noticed  how  few  there  are  around  us  that  read  history. 
In  publishing  this  little  pamphlet  I  am  trying  to 
show  the  reasons  for  this  lack  of  study  and  reading, 
and  hope  it  may  draw  the  attention  of  parents  and 
teachers  to  desire  more  carefully  to  attend  to  the  in- 
struction of  the  young. 

What  is  contained  in  this  pamphlet  was  first  writ- 
ten in  the  form  of  letters  to  a  friend.  A  desire  was 
expressed  that  they  should  be  printed,  so  I  have 
re-arranged,  and  now  call  you  attention  to  them.  I 
do  not  claim  that  there  is  anything  very  new  in  them, 
and  do  not  desire  to  be  called  a  critic  or  historian  be- 
cause of  them.  All  the  statements  I  know  to  be 
true,  many  of  them  I  have  seen  in  practice  when  at 
school.  If  any  one  has  any  remarks  to  make  upon 
this  pamphlet,  either  pro  or  con,  they  would  be  very 
acceptable  to 

A     STUDENT     OF    HISTOKY. 


NOTE. — This  little  pamphlet  can  be  obtained,  post-paid,  by  sending 
fifteen  cents  (the  cost  of  printing,)  to  A  Student  of  Htstory,  care  of 
Walter  F.  Wheaton,  Herald  Printirjg  Honse,  New  Bedford,  Mass.  All 
letters  to  that  address  will  reach  the  author  of  this  pamphlet. 


FOUR  REASONS  WHY  HISTORY 
IS  RE  AT)  SO  LITTLE. 


On  passing  through  the  streets  in  the  evening  one 
can  not  help  noticing  the  large  number  of  young  men, 
standing  on  the  corners  or  idly  walking  about  and 
seeming  to  have  no  end  or  aim  in  life.  These  young 
men  are  generally  satisfied  to  earn  enough  to  buy 
food  and  clothing  for  to-day  and  have  no  thought  for 
to-morrow.  They  do  not  care  to  cultivate  their 
minds  or  have  any  more  education  than  what  they 
now  have.  Their  thoughts  of  work  and  duty  end  at 
six  o'clock,  and  they  are  content  to  pass  their  even- 
ings in  smoking,  attending. sensational  amusements, 
loafing  and  drinking  in  beer  saloons  (or  in  worse 
places),  gossiping,  joking,  and  often  gambling  in  a 
small  way.  Most  of  them  could  have  become  intel- 
lectual students,  and  though  few  of  them  would  have 
made  famous  scholars  yet  by  their  studies  could  have 
had  a  desire  for  better  company,  and  greater  culture, 
and  have  had  a  greater  influence  in  the  world.  They 
would  have  been  more  respected  and  perhaps  have 
led  some  more  capable  brother  or  friend  to  a  desire 
for  usefulness.  Idleness  is  surely  the  "mother  of 
mischief."  We  scarcely  ever  see  men  of  great  intel- 
lectual powers  in  prisons  or  almshouses.  Their 
studies  keep  them  from  vice  and  wickedness.  The 
number  of  idle  men  far  exceed  the  useful  and  studi- 
ous, and  that  number  is  increasing  rapidily.  It  will 
increase  far  more  rapidly  unless  a  thirst  for  wisdom 


6 


of  some  kind,  is  planted  in  them.  Young  men  to- 
day waste  money  enough  to  purchase  a  fine  library 
and  obtain  a  good  education.  A  gentleman  in  a 
Boston  railroad  office,  with  a  moderate  salary,  has 
spent  his  evenings  in  study,  until  he  has  mastered 
several  languages,  and  is  now  the  possessor  of  a  fine 
library.  Instead  of  spending  his  evenings  in  idle- 
ness he  has  been  studious,  and  the  money  he  would 
have  spent  in  drink  and  folly  he  has  spent  in  books. 
A  friend  once  asked  me  why  more  young  men  did 
not  read  and  study  history,  and  I  gave  him  these 
four  reasons: — 

I.  They  are  not  taught  to  love  it  at  home,  in 
their  childhood. 

II.  They  are  not  taught  to  love  it  at  school. 

III.  The  popularity  of  Scientific  Studies,  for  the 
past  few  years  has  usurped  the  place  that  belongs  to 
histoid7. 

IV.  It  is  not  fashionable;  that  is,  it  is  not  en- 
couraged by  modern  society. 

Let  us  look  into  the  matter  and  see  if  the  above  is 
not  true. 

Ask  any  of  these  young  men  what  they  think  of 
history?  and  they  will  answer:  "It  is  a  collection 
of  facts,  figures,  dates  and  events.  It  is  the  dryest 
reading.  It  is  of  no  interest  to  any  one  except  old 
men  and  book-worms.''  If  some  one  has  tried  to 
drill  it  into  them  in  years  past  and  has  not  tried  to 
show  them  why  it  is  pleasant  reading,  and  has  not 
tried  to  make  it  interesting;  or,  if  they  themselves 
have  tried  to  read  some  Universal  history  of  fifty 
volumes,  they  are  right  in  giving  such  an  answer. 
People,  especially  the  young,  should  be  led  to  love  it. 


It  can  be  done  easily  now,  for  the  old  fashioned  way 
of  writing  history  has  passed  away. 

In  speaking  of  those  old  style  histories,  Dr.  Samuel 
A.  Greene  says:  "Most  of  those  entered  largely 
into  details.  They  faithfully  recorded  every  minor 
conflict  and  delighted  in  the  description  of  battles. 
We  are  told  what  the  right  wing  of  an  army  did  and 
what  happened  to  the  left.  The  number  of  men  en- 
gaged on  each  side  was  given,  and  the  number  of 
killed,  wounded  and  captured,  were  carefully  record- 
ed. All  historians  delighted  in  a  formidable  array  of 
dates."  * 

Histories  of  this  day  are  better.  The  main  and 
more  interesting  dates  are  given.  Then,  if  the  reader 
desires  a  more  full  and  complete  knowledge  of  the 
events,  he  can  read  separate  books  upon  the  subject. 

It  is  plain  to  any  observer,  that  this  study  of  his- 
tory is  losing  ground,  more  rapidly  than  any  other 
study,  and  something  must  be  done  to  keep  it  in  its 
place.  It  is  thought  by  some  that  during  the  next 
seven  years,  and  more  especially  the  present  year, 
when  Centennial  celebrations  will  be  held  in  nearly 
every  city  and  town,  that  the  study  will  receive  a  new 
impetus.  A  larger  number  of  lovers  of  the  subject 
think  it  will  create  only  a  short-lived  interest,  and 
the  lack  of  real  interest  will  be  greater  than  before. 
Tradesmen,  manufacturers,  professors,  and  every 
calling  will  make  money  out  of  it.  We  saw  it  at  the 
Bunker  Hill  Celebration.  Most  of  the  books  that 
were  printed  for   the   occasion   were    either  parts  of 


NOTE.—*  "  School  Histories  :  and  some  Errors  in  Them;  "  by  Samuel 
A.  Greene,  M.  D.  This  essay  originally  appeared  in  the  k'  American  Ed- 
ucational Monthly,"  June,  1872. 


8 

more  complete  works,  old  publications  issued  with 
new  titles,  or  hastily  or  poorly  written  volumes  by 
which  author  and  publisher  tried  to  make  a  few  dol- 
lars. Mere  catch-penny  affairs,  with  miserable  il- 
lustrations, miserable  paper  and  miserable  type, 
whose  glowing  titles  and  gaudy  covers  appealed  to 
the  day's  patriotism  and  excitement  and  stole  money 
from  the  ignorant  purchaser.  How  great  the  dearth 
left  behind. 

True  love  of  study  and  true  patriotism  must  be 
instilled  into  the  minds  of  the  people  when  they  are 
young,  and  because  that  is  not  done  is  the  first  and 
main  reason  why  the  study  of  history  is  rapidly  loos- 
ing "round.     Home,  the  place  where  the  child  should 
be  taught  and  learn  all  that  is  good.     Not  that  kind 
of  a  home  which  is  merely  a  domitory  and  restaurant 
but  a  haven  of  rest,  where  the  members  of  the  fam- 
ily love  to  congregate.     There  the  father  should  not 
bring  his  cares  and  trials — or,  at  least  not  show  them 
to  the  little  ones.     There  the  mother  should  have,  or 
should  make,  a  time  in  which  to  instruct  those  who 
are  to  be  our  future  men  and  women.     Home  should 
be  the  nursery  of  the  young  tree  which  is  destined 
to  bear  fruit  of  some  kind,  the  quality  and  quantity 
depending  almost  entirely  upon  the  parents.     Teach 
the  young  child  by  story  and  example  what  to  do  and 
what  to  he.     Be  careful,  however,  not   to    force   its 
mind  in  an  opposite  direction  to  inclinations,  provided 
that   inclination  is  proper  and  right.     Washington, 
Stuart  Mill,  Bulwer,  and  a  host  of  others  have  learned 
from  their  parents  that  which  has  made  them  great. 

As  the  child's  mind  is  plastic  during  his  early 
years,  it  is  easy  to  create  in  him  a  love  for  historical 
study.     He  will  listen  with  wonder  and   amazement 


9 


at  fables  and  mythological  stories,  and  these  stories 
will  so  impress  his  mind  that  he  will  long  remember 
them,  and  in  after  years  will  desire  to  know  more  of 
the  heroes  of  which  he  heard  in  his  childhood.  No 
matter  how  simple,  impossible  or  false,  the  story,  the 
young  listener  will  often  carry  it  to  his  grave.  But 
above  all  do  not  fill  the  stories  with  extremely  good 
or  extremely  bad  children,  or  have  them  filled  with 
many  religious  texts.  Neither  must  they  be  too 
simple,  but  just  a  step  in  advance  of  the  hearer,  that 
he  may  put  forth  his  hand  to  grasp  them.  Many  a 
time  has  a  child  been  quieted  when  troublesome  by  a 
short  anecdote.  That  is  the  time  to  teach  him.  No 
matter  if  he  has  heard  the  story  a  hundred  times  he 
will  learn  something  new  from  it.  The  narrator 
must  tell  the  story  with  spirit,  and  clothe  it  with  his 
own  imagination,  putting  his  own  words  into  the 
month  of  the  hero.  Though  Sir  Walter  Scott  had 
a  natural  gift  for  authorship,  that  gift  was  enlarged 
by  his  surroundings  when  young.  From  lying  upon 
the  grass  at  Sandy-Knowe  and  listening  to  the  stories 
told  him  by  the  shepherd,  watching  his  sheep;  and 
from  listening  to  the  legends  told  him  by  his  grand- 
mother, he  passed  through  school,  the  favorite  of  his 
schoolmates,  the  bosom  friend  of  John  Irving,  who 
used  to  sit  in  Arthur's  seat,  Salisbury  Crags,  and 
there  discuss  books  with  him;  and  from  that  to 
Abbotsford,  his  beautiful  home,  where  he  wrote  those 
novels  that  took  the  world  by  storm,  and  gave  him 
the  titles  he  deserved, — "Ariasto  of  the  North,''  and 
"  The  Great  Magician." 

The  parent  may  not  have  this  gift  of  story  telling, 
but  it  is  easy  to  acquire  it,  or  a  part  of  it,  and  too 
there  are  a  great  many   books,  which  when   read  to 


10 


the  child  will  answer,  in  place  of  the  gift.  There  too, 
comes  in  a  need  of  historical  knowledge.  Sometimes 
a  story  like  those  written  by  Mr.  John  Abbott,  01 
Miss  Louisa  M.  Alcott,  will  be  very  well  read  to  the 
child.  Any  tale  that  contains  a  mixture  of  goodness 
and  childish  mischief — containing  more  reason  and  less 
long  talks  upon  mere  morality.  Such  stories  as  the 
boyhood  of  Lincoln  and  Putnam;  but  never  the 
wroni  out  and  foolish  story  of  Washington  and  the 
little  hatchet.  If  good  and  true  historical  stories 
are  impressed  upon  the  child's  mind  in  his  tender 
years,  and  if  the  stories  become  deeper  and  deeper 
as  he  advances  in  years,  he  can  not  help  learning  some- 
thing of  history.  And,  too,  if  a  love  for  such  stories 
is  instilled  into  his  mind,  even  if  the  stories  are  only 
datached  portions  of  a  nation's  history,  it  seems  rea- 
sonable to  say  that  he  will  have  a  desire  for  a  more 
complete  knowledge  of  it  when  he  is  older.  If 
parents  do  not  have  such  stories  on  their  tongues' 
end  let  them  learn  them.  Let  them  leave  some  of 
their  trashy  reading  and  study  to  please  their 
children. 

Parents,  stop  and  think!  See  what  a  great  re- 
sponsibility rests  upon  your  shoulders.  You  are 
making  or  marring  the  future  generation.  You  are 
making  good  or  bad,  wise  or  ignorant,  industrious  or 
idle  men  and  women,  who  are  yet  to  fill  your  places, 
and  perform  the  duties  you  now  perform.  Is  it  not 
far  more  noble  to  be  the  father  of  a  John  Stuart  Mill, 
than  to  be  the  richest  man  in  London?  Is  it  not  far 
nearer  true  womanhood  to  be  the  mother  of  a 
Washington,  than  the  most  fashionable  and  most  fas- 
cinating woman  of  New  York? 

The  second  reason  why  history  is  so  little  read  is 


11 


on  account  of  its  not  being'  taught  in  a  correct  man- 
ner at  school.  This  veiy  often  is  caused  by  the 
Educational  Boards  who  try  to  govern  the  teacher 
too  much  A  manual  is  given  the  instructor.  80 
much  time  is  allowed  for  each  study,  and  so  much 
ground  must  be  gone  over  in  so  many  weeks.  The 
Board  has  no  knowledge  of  the  pupils  to  be  instruct- 
ed, while  the  teacher  has;  but  still  they  hamper  his 
Work  by  obliging  him  to  teach  as  they  direct. 

Next  in  importance  to  the  parents,  is  the  responsi- 
bility which  rests  with  the  teacher.  Until  the  child 
is  far  advanced  in  his  studies,  a  lady  teacher  is  pre- 
ferable to  a  gentleman  She  should  be  well  versed 
upon  all  the  subjects  she  teaches,  though  she  cannot 
be  as  thorough  in  half  a  dozen  as  the  college  pro- 
fessor is  in  two,  yet  the  pupil  does  not  require  as  pro- 
found learning  as  the  student  at  the  university. 
What  the  pupil  needs  is  a  guide  or  instructor,  who  is 
thoroughly  in  earnest,  and  who  feels  the  responsibility 
resting  upon  her,  and  who  means  icork,  whose 
thought,  life  and  spirit,  is  with  her  work.  Since  the 
demand  for  teachers  is  so  large,  the  places  are  filled 
with  many  who  are  not  fit  for  the  positions  they 
attempt  to  occupy.  It  requires  as  much  of  a  genius 
to  be  a  good  teacher,  as  it  does  to  paint  a  picture  or 
plan  a  campaign.  Too  many  teach  simply  for  a 
livelihood.  They  leave  all  thought  of  school  behind 
them  when  they  close  the  school-room  door  at  night. 
They  perform  their  daily  routine  as  if  it  were  a  dis- 
agreeable duty — the  sooner  done  the  better.  They 
keep  excellent  order — order  often  as  well  kept  as 
a  jail.  They  teach  nothing.  The  scholars  pass  a 
fair  examination,  provided  they  are  asked  certain 
questions. 


12 


Many  teachers  do  not  love  the  study  of  histor}7,  and 
how  can  they  create  a  love  for  it  in  another?  If  a 
child  comes  to  such  a  person  he  will  never  be  a 
student  of  history  unless  some  outside  influence  is 
brought  to  bear  upon  him.  The  teacher's  duty  is  to 
show  to  each  pupil  the  use  of  the  study,  the  pleasure 
to  be  derived  from  it,  and  make  it  interesting  to  him. 
The  pupil  who  has 'been  taught  to  love  it  at  home, 
when  he  enters  school  may  need  some  assistance  to 
understand  the  cause  of  events  and  the  connection 
between  the  different  epochs,  but  even  if  he  is  left  to 
himself  he  will  find  out  what  he  desires.  The  child 
who  enters  school  without  any  knowledge  of  or  love 
for  the  study,  will  never  have  any  desire  to  know 
unless  the  teacher  leads  him  to  it. 

Let  us  see  how  history  is  taught  in  some  of  the 
schools.  One  teacher  takes  the  text  book,  and  marks 
in  brackets  just  such  sentences,  or  parts  of  sentences, 
that  will  answer  the  questions  at  the  foot  of  the 
page.  Then  the  study  becomes  question  and  answer 
The  pupil  does  not  notice  or  care  for,  any  connection 
between  the  answers.  Another  teacher  has  the  scholar 
recite  the  text  from  memory,  word  for  word,  (parrot- 
like). I  know  of  one  teacher  who  told  her  scholars 
there  were  no  need  of  their  reading  the  foot  notes  in 
Lossing's  School  History.  (The  foot-notes  of  that 
history  are  very  important,  and  often  contain  a  great 
deal  of  superior  information) .  One  lady,  with  whom  I 
once  studied  history,  had  an  excellent  faculty  to  make 
things  plain,  and  impress  the  lesson  upon  the  student's 
mind.  She  did  it  by  reading  historical  anecdotes, 
which  had  a  connection  with  the  lesson,  and  giving  the 
statements  of  other  historians,  and  reading  fuller  ac- 
counts   from  other  books.     Then  followed    familiar 


13 


talks  between  teacher  and  scholar.  I  recollect  with 
what  interest  we  restuclied  the  first  chapter  of  our 
school  history.  It  was  about  the  Northmen.  (See 
appendix  A).  But  the  best  way  to  teach  history  is 
by  informal  lectures,  as  in  college.  The  teacher  can 
introduce  the  entire  lesson  into  a  talk  with  the 
scholars,  and  also  bring  in  much  that  he  finds  in  out- 
side matter.  Such  stories  as  Pocahontas  savins: 
Smith's  life  having  been  proved  to  be  false,  must  not 
be  introduced.  No  story  or  account,  which  the  pupil 
in  alter  years,  will  see  is  false,  should  be  introduced. 
Columbus  and  the  egg,  is  doubtless  true.  (See 
Historical  Magazine,  new  series,  vol.  Ill,  pp.  116). 
Some  school  histories  contain  errors,  which  the 
teacher  should  set  right.  One  of  these  errors  is  that 
Virginia  Dare  was  the  first  child  of  foreign  parent- 
age born  in  America.  It  was  Snorre,  son  of  Gudrid, 
wife  of  Thorfin.     (See  appendix  B). 

All  this,  and  more,  the  teacher  should  know.  He 
need  not  say  there  is  a  lack  of  time  or  money  to  buy 
books.  He  should  make  time,  and  when  there  are 
so  many  books  to  be  had  without  money  as  there  are 
in  our  free  public  libraries,  he  can  get  all  the  in- 
formation wanted  without  cost.  When  the  study 
is  conducted  in  the  form  of  informal  talks  or 
lectures,  the  child  can  cram  for  an  examination,  and 
in  fact,  he  may  know  but  little  of  his  lesson. 
This  cramming  is  done  in  our  colleges,  and  even  in 
our  schools  by  the  present  way  of  teaching,  when  a 
pupil  is  drilled  for  examination. 

Historical  works  are  written  for  all  ages,  and 
though  the  child  may  need  some  assistance  in  select- 
ing suitable  works,  yet  if  he  has  been  taught  to  love 
the  study,  he  will  find  what  he  wants  himself,  and 


14 


then  become  a  real  student  of  history.  lie  will  be 
prepared  to  listen  understandingly  to  college  lectures, 
and  what  to  many  at  the  present  day  is  dry,  dead 
and  uninteresting,  will  become  to  him  an  agreeable, 
lively  and  pleasant  occupation. 

A  third  reason  why  history  is  so  little  read,  is  on 
account  of  the  present  age  of  scientific  discovery. 
That  seems  to  be  the  favorite  study  of  many  who 
had  no  regular  desire  for  study  when  37ounger.  In 
colleges  and  advanced  halls  of  learning,  it  is  rapidly 
thrusting  out  literary,  classical,  sesthetical  and  his- 
torical studies.  Latin  and  Greek  are  considered 
almost  Worthless,  and  poor  history  is  almost  forgotten. 
It  is  not  so,  I  believe,  in  Germany.  There  time  and 
influence  is  not  taken  from  one  study  to  assist  an- 
other, but  a  new  or  more  popular  study  draws  from 
other  sources.  It  has  been  proved  that  nothing  so 
invigorates  mental  thought  or  lays  as  good  a  founda- 
tion for  knowledge,  or  is  of  such  value  for  mental 
discipline  as  the  study  of  the  classics.  Though  some 
argue  that  it  is  superfluous,  let  not  that  which  has 
been  proved  by  years  of  use,  be  pushed  into  the  cor- 
ner for  mere  easy  and  popular  studies. 

Since  religion  and  science  have  joined  hands,  and 
since  so  many  books  and  magazines  are  published 
upon  the  subject,  it  is  not  strange  that  the  study  of 
the  sciences  should  become  more  general.  (But  all 
the  world  should  not  study  the  same  subject).  If  it 
is  popular,  all  who  wish  to  appear  learned  will  get  a 
smattering  of  it.  It  is  a  very  fascinating  study,  as 
the  objects  it  studies  are  constantly  around  u«;  yet, 
that  study  is  not  a  mere  learning  of  what  some  one 
else  has  proved,  or  found  out— it  is  observation  and 
examination.     History  should  also  be  read   by  ex- 


15 


amination  and  criticism.  The  reading  is  not  a 
committing  to  memory  of  facts  and  dates.  It  is  the 
observation  and  comparison  of  events  that  have  led 
to  certain  results.  Anyone  can  learn  a  list  of  events 
and  dates,  but  the  student  must  understand  the  whys 
and  wherefores  of  epochs  and  events.  lie  must 
see  why  the  seed  of  our  national  independence  was 
planted  when  the  Pilgrims  signed  the  compact,  on 
board  the  Mayflower,  in  1(520;  how  it  took  root  at 
the  Convention  held  at  Albany,  in  1754,  and  grew 
up  to  a  tree  at  the  signing  of  the  Declaration  of 
Independence,  in  177(5. 

Most  readers  have  one  or  two  favorite  studies,  but 
there  are  some  who  like  to  have  a  general  knowledge 
that  they  may  appear  well  in  company,  understand 
the  newspapers,  and  be  called  learned.  The  latter 
are  to  be  pitied.  They  do  not  fill  any  place  in 
society.  Their  smattering  of  many  kinds  of  know- 
ledge may  be  pleasant  to  themselves,  but  their 
conversation  will  be  little  better  than  "small  talk," 
and  they  will  appear  to  be  so  very  wise.  They  will 
be  timid  when  in  company  with  a  thoroughly  learned 
man,  and  egotistic  when  with  the  more  ignorant. 
They  are  generally  mere  shallow  pretenders.  I 
would  not  have  a  person  make  a  hobby  of  his  favorite 
study  or  studies,  and  continually  talk  upon  the  one 
subject.  I  would  have  a  person  understand  as 
thoroughly  as  possible  one  or  two  subjects,  then  when 
his  time  comes,  he  will  be  called  upon  to  speak. 
However,  when  I  see  a  young  man  with  no  real  end 
or  aim  in  his  reading,  or  one  who  cares  for  nothing 
but  fiction,  [and  generally  such  like  only  the  weakest 
fiction],  I  would  say  find  something  that  you  enjoy 
studying.     Create  a  love  for  something  higher. 


16 


We  have  but  one  or  two  eloquent  lecturers  who 
make  history  their  subject,  and  we  have  no  "Popular 
Historical  Monthly,"  by  which  a  person  can  create  a 
love    for  historical  research;    but  we  have  a    large 
number  of  popular  historical  books.      [See  appendix 
C].    Genteel  society  does  not  demand  of  its  members 
a  knowledge  of  history.     Women,  the  rulers  of  this 
society,  do  not  love  it ;  and  the  fashionable  beaux,  who 
court  their  company  and  study  only  to  please  them, 
will  not  desire  to  understand  what  the  rulers  do  not 
love.    Women's  influence  is  far  beyond  men's,  but  in 
their  love  for  dress  and  show  they  use  this  influence 
in  a  wrong  direction.     If  they  loved  study,  men  who 
like  their  company  would  learn  to  love  study.     No 
one  has  any  cause  to  say  it  is  not  made  plain,  or  in- 
teresting,   for   several    writers    have    devoted   their 
whole  attention  to  making  it  simple  and  interesting. 
They  have  reduced  the  great  events  from  ten  volumed 
works  to  one  or  two.     John  S.  C.  Abbott,  in  his  pre- 
face to  Frederick  the  Great,  says  he  wrote  that  book 
simpty  for  those  who  did  not  have  time  to  read  Carlyle's 
ten  volumes.     In  his   Romance  of  Spanish  History 
he  has  brought  out  the  principle  events  of  the  history 
of  that  nation  so  strongly,  and  clothed  them  with 
such  fine  descriptions  of  men,  and  periods  that  one 
cannot  close   the  volume  without  a  desire  to  read 
Irving,  Prescott,  and  Robinson.     His  aim   is  to  tell 
the  truth,  after  having  diligently  searched  for  it,  in 
such  a  style  as  to  impress  it  upon  the  reader's  mind, 
and  create  in  him  a  desire  to  read  more    extended 
histories.     He  does  not  enter  into  long  and  extended 
accounts  and  discissions  which  will  be   tedious    to 
the  new  reader  of  history,  or  tell  what  he  thinks  is 
incorrect,  simply  to  amuse.     His  works  are  written 


17 


in  a  style  to  please  the  youngest  reader.  They  are 
upon,  French,  German,  Spanish,  Russian  and  Italian 
history.  He  is  now  at  work  upon  a  series  of  volumes 
called  "American  Heroes  and  Patriots.''  These  will 
be  of  great  interest  and  service  to  the  young  who 
are  now  studying  American  history  in  our  public 
schools.  I  myself,  know  of  several  young  people, 
who  are  now  reading  more  extended  works,  who  were 
led  to  it,  by  reading  some  of  his.  Francis  Park- 
man,  too,  is  engaged  upon  a  series  of  American 
historical  works,  suitable  to  children  of  older  years. 
Geo.  W.  Curtis  says  of  them — "  It  is  to  the  pages  of 
Mr.  Parkman  that  we  must  go  for  the  American 
Indian.  Cooper  so*  bewitches  our  young  fancies  with 
Uncas  and  the  red  heroes,  that  it  is  veiy  difficult  to 
divest  our  estimate  of  the  Indian  of  a  false  and  fool- 
ish glamour.  Mr.  Parkman,  however,  knows  him 
by  personal  experience  and  long  and  thoughtful 
study."  The  series  being  upon  the  early  French 
discoveries  and  settlements,  will  be  profitably  read 
by  many,  and  can  not  fail  to  please  all  that  read  them. 
Then,  too,  there  are  now  being  published  a  series  of 
short  histories,  called  "  Epochs  of  History,"  under 
the  editorship  of  Edward  E.  Morris,  and  others. 
These  little  books  give  clear,  concise  and  truthful 
pictures  of  events,  some  of  which  have  long  waited 
for  a  historian  to  render  interesting  to  the  young. 
Every  volume  has  a  list  of  books  to  read  upon  the 
subject  it  explains.  The  best  of  these  lists  is  that 
arranged  for  "  The  French  Revolution,"  by  President 
White,  of  Cornell  University.  They  are  published 
by  Longmans  &  C6.,  of  London,  and  Scribner  & 
Armstrong,  of  New  York. 

The  popular  reading  to-day  is  fiction  and  Shakes- 


18 

peare.     There  is  for  too  much  of  the  former,  and 
many  who  read  the  latter  only  read  it  because  it  is 
fashionable.     Shakespeare  Clubs  are  useless  as  they 
are  generally  conducted.     How  are  they  conducted? 
One  club  spends  half  the  evening  in  simply  reading 
a  part  of  a  play.     Then  supper  is  brought,  and  the 
musicians  come  in.     The  rest  of  the  evening  is  spent 
in  cards  and  dancing.     Another  club  reads  a  play 
through    each    evening.       The    different    characters 
being  read  by  the  different  members.     No  questions 
are  asked,  no  study  or  preparation  made,  no  comments 
or  opinions,  no  criticisms  of  text,  characters  or  plots. 
But  little,  if  any,  good  can  come  from  such  reading. 
Thought,  study  and  work  must  be  given  to  obtain  a 
knowledge    of  Shakespeare.     The   members  of  the 
class   must   study  before  they  meet  to  read.     There 
the  members  should  discuss  the  poet's  historical  ac- 
curacy, the  mistakes    and   incorrections    be  pointed 
out,  the  meaning  of  the  text  explained,  and  the  whole 
read  with  spirit  and  feeling.     Then  the  time  spent  is 
not  thrown  away.     Then  the  study   helps  to  amuse 
and  instruct  the  student,  whether  he  be  a  student  of 
other  subjects,  or  not. 

Members  of  fashionable  society  sometimes  read 
Historical  Fiction,  but  is  most  cases  that  is  not  read 
correctly.  Historical  fiction,  has  its  use,  though  too 
often  it  is  read  wrongly.  It  should  not  be  read  for 
its  plot,  but  for  the  information  it  contains.  It  should 
be  used  as  an  illustration  to  regular  historical  works 
— the  picture,  not  the  text:  the  map,  not  the  country. 
Its  place  is  to  show  the  manners  and  customs  of  the 
people,  how  they  lived  and  acted  in  their  homes  and 
private  lives.  It  can  fasten  many  historic  truths  and 
give   a   better   idea  of  the  people  than   th<    regular 


19 


Encyclopaedia  accounts.  All  the  descriptions  should 
be  true,  and  every  part  of  history  that  is  brought  in 
should  be  correct.  A  little  plot,  which  should  be 
drawn  from  truth,  an  anecdote  or  interesting  fact 
should  be  introduced,  but  the  author  should  be  ex- 
tremely careful  that  all  he  says  is  correct.  The 
truth  and  falsehood  of  a  statement  should  be  well 
weighed  in  the  balance,  and  the  author  should  give,  in 
an  appendix  or  in  notes,  the  sources  from  which  he 
drew  his  information.  Of  this  class,  Scott  stands 
first;  but  even  he  has  failed  in  some  respects. 
"Ivanhoe"  illustrates  the  days  of  Chivalry,  and 
"  The  Talisman,"  the  days  of  the  Crusades.  But 
when  it  introduces  Shakespeare  in  Kennelworth,  he 
is  at  fault.  (See  appendix  D).  Mundt  (L.  Muel- 
bach),  is  too  sensational,  sometimes,  but  she  gives 
well  drawn  pictures  of  the  French  Revolution,  and 
German  History.  Thackery,  though  not  what  could 
be  called  a  regular  historical  novelist,  has  drawn  a 
fine  picture  of  Queen  Anne's  reign,  in  Henry  Esmand. 
Shakespeare  is  incorrect  in  historical  information 
in  King  John  and  Macbeth.  But  in  Richard  III,  he 
has  kept  within  history,  and  still  gives  us  a  better 
idea  of  that  hero  than  can  be  found  in  any  history. 
(See  appendix  D). 

The  fiction  of  past  da}^s  which  has  come  down  to 
us  gives  us  the  best  idea  of  the  people  of  the  time 
in  which  they  were  written.  This  is  seen  in  dancer's 
wrorks.  One  who  reads  historical  fiction  for  mere 
amusement  and  plot,  will  generally  find  it  dry,  but 
one  who  reads  it  for  instruction  will  often  find  it  a 
great  assistance. 

The  conversation  and  reading  of  this  fashionable 
society  is  made  up  of  nonsense  and  "small  talk,"  and 


20 


the  gossip.  The  student  can  find  nothing  there  to 
enrich  his  mind,  so  he  returns  to  his  study  and  his 
book.  Thus  he  looses  the  benefit  and  enjoyment, 
which  might  be  derived  from  the  thought  and  con- 
versation of  those  around  him.  Our  public  men  and 
statesmen  often  show  a  want  of  historical  knowledge 
in  their  work,  and  hence  comes  many  of  their  blun- 
ders and  mistakes,  for  only  by  a  study  of  the  past 
can  we  govern  the  present. 

Until  home,  school,  and  society  encourage  the 
study,  and  until  some  force  is  brought  forward  to 
counteract  the  rage  for  scientific  study,  we  cannot 
expect  the  young  men  around  us,  and  those  who  are 
soon  to  be  young  men,  will  become  students  of  his- 
tory. Where  are  the  young  men  who  are  to  fill  the 
places  of  these  older  men,  who  are  now  searching  in 
ancient  books  and  dusty  papers  to  bring  truth  out? 
They  are  in  our  homes  and  in  our  schools.  Let 
every  one  who  has,  or  can  have,  any  influence  over 
them,  use  it  rightly. 


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A(P(PEJJ4)IX. 


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APPENDIX  A. 

To  this  recitation  the  scholars  brought  all  the  in- 
formation they  could  glean  from  other  books,  and 
also  brought  several  books.  Among  these  books 
were  the  "Northmen  in  New  England,"  by  J.  T. 
Smith;  and  "Pre-Columbian  Discovery,"'  by  Rev. 
B.  DeCosta.  The  latter  interested  the  scholars  very 
much.  That  would  be  a  very  servicable  book  for 
teachers  of  American  history.  Mr.  DeCosta  has 
long  been  a  student  of  the  early  discovery  of 
America,  and  has  spent  much  time,  strength  and 
money  upon  the  subject.  His  opinion  is  often  op- 
posite to  more  celebrated  historians,  but  is  always 
considered  correct  by  the  most  learned  historical 
students.  The  Historical  Magazine  says  of  him, 
(new  series,  vol.  III.  pp.  J85),  "The  historical  world 
has  found  another  writer  who  desires  to  read  for  him- 
self, to  think  for  himself,  and  to  speak  for  himself; 
and,  although  he  must  expect  to  meet  little  favor 
from  those  on  whose  ancestral  or  partisan  corns  he 
will  tread  in  his  fearless  combat  for  the  truth,  he 
will  earn  the  respect  of  every  one,  where  respect  is 
worth  anything  besides  the  approval  of  his  own  con- 
science and  the  lasting  regard  of  the  wide  world  of 
letters."  Mr.  DeCosta  has  not  only  spent  much 
time  upon  Icelandic  voyagers,  and  written  Several 
able  books  and  pamphlets  upon  the  subject:  but  has 
also  published  several  historical  papers  upon  other 
subjects. 


24 


APPENDIX  B. 


"The  first  child  bora  here  of  foreign  parentage 
was  Snorre,  son  of  Guclrid,  the  wife  of  Thorfin,  one 
of  the  Icelandic  navigators.  The  child  attained  to 
manhood:  and  his  grandson,  Thorlak  was  advanced 
to  the  Episcopate,  and  compiled  a  code  of  ecclesias- 
tical laws  for  the  Church  in  Iceland.  The  learned 
Icelander,  Prof.  Finn  Magnusson  and  Thorwaldson 
the  sculptor,  were  among  the  desendants  of  Snorre. 
No  person  who  is  aware  of  the  amount  of  attention 
paid  to  genealogy  by  the  Icelander  will  entertain  a 
doubt  on  the  subject.  This  child  was  born,  it  is 
thought,  near  Mount  Hope."  See  "  Footprints  of 
Miles  Standish,"  by  Kev.  B.  F.  DeCosta. 

APPENDIX  C. 

In  1872  a  very  interesting  monthly  was  published 
in  Philadelphia  under  the  editorship  of  Dr.  Benson 
J.  Lossing.  It  was  devoted  to  American  history, 
had  some  fine  illustrations,  and  was  printed  with 
good  type  and  on  good  paper.  It  deserved  to  be  well 
received  by  the  scholars  of  America.  After  being 
published  three  years,  it  was  changed  into  the  pre- 
sent Potter's  American  Monthly,  on  account  of  its 
not  being  a  financial  success.  Being  devoted  en- 
tirely to  historical  research  and  being  written  in  a 
style  to  please  every  age,  it  should  have  been  better 
received.  The  magazine  did  not  support  itself.  As 
it  is  published  now  it  is  devoted  partly  to  history  but 
more  to  fiction  and  other  studies. 

"  The  New  England  Genealogical  and  Historical 
Register,"  has  now  reached  its  thirtieth  volume. 
In  this  the  student  can  find  very   much   instruction 


25 


md  many  papers  of  great  interest,  showing  great 
•eseareh  and  labor  but  this  has  only  kept  itself  alive 
>y  the  free  contributions  of  such  men  as  John  Ward 
Dean,  Samuel  G.  Drake,  and  Com.  Geo.  Henry 
Preble.  These  gentlemen,  and  a  host  of  others  no 
less  able  and  noted,  have  filled  its  pages  with  articles 
of  value,  given  their  time  to  it,  simply  out  of  love 
for  the  study  of  history  and  a  desire  to  spread  knowl- 
edge. Great  praise  is  due  them  for  their  unselfish 
work,  and  though  only  a  part  of  this  generation 
values  or  is  aware  of  their  labor,  yet  we  all  hope  the 
next  generation  will  be  aware  of  it.  Let  all  interested 
in  the  work  show  their  interest  by  sending  a  sub- 
scription, at  once,  to  18  Somerset  St.,  Boston,  Mass. 
There  is  also  published  at  Morrisaina,  New  York, 
another  Historical  Magazine,  owned  and  edited  by 
Mr.  Henry  B.  Dawson.  This  is  a  monthly.  The 
proprietor  has  spent  much  money  upon  it,  and  the 
periodical  does  not  pay  for  itself.  Its  articles  are 
from  the  pens  of  some  of  oar  ablest  historical 
writers,  wdio  assist  Mr.  Dawson  in  his  great  under- 
taking. Material  which  would  not  otherwise  be 
printed,  appears  in  its  columns,  and  it  is  constantly 
used  by  historians,  for  the  value,  depth,  research,  and 
information,  contained  in  its  pages.  The  studious- 
portion  of  our  people  should  subscribe  to  it  at  once, 
and  those  who  desire  to  help  education  should  assist 
the  learned  and  self-sacrificing  proprietor  in  his  work, 
of  saving  what  is  valuable  to  the  student  and  spread- 
ing it  out  to  the  world. 

APPENDIX  D. 

Dr.    R.    Shelton   Mackenzie,    in   his  "  Life  of  Sir 


26 


"Walter  Scott,"  published  by  J.  R.  Osgood  &  Co.,  of 
Boston,  says — "It  has  been  said  the  'Great  Homer 
sometimes  nods,'  and  therefore  perhaps  Scott  may  be 
excused  for  some  palpable  mistakes  he  made  in  'KeniJ- 
worth,' — in  quoting  from  Shakespeare  which  were  not 
written  at  the  stated  date  of  the  story.  Elizabeth  paid 
the  visit  to  Lord  Leicester  in  Kenilworth  Castle,  so 
well  described  by  Scott,  in  July,  1575;  and  at  that 
date  we  have  Way  land  Smith  'singing  a  stave  from  a 
comedy  which  was  then  new,  and  was  supposed, 
among  the  more  favorable  judges  to  augur  some 
genius  on  the  part  of  the  author.'  The  quotation,  a 
couplet  put  into  the  mouth  of  Caliban,  occurs  in 
"The  Tempest,"  which  was  not  acted  until  1611. 
Queen  Elizabeth  quotes  from  'Troilus  and  Cressida,' 
written  two  years  earlier.  Walter  Raleigh  quotes 
the  beautiful  compliment  to  the  maiden  queen,  the 
1  Fair  vestal  throned  by  the  west,'  uttered  by  Oberon, 
in  'A  Midsummer-Night's  Dream,'  not  written  until 
1598,  thirty  years  later!  There  seldom  has  been  a 
greater  anachronism  than  this,  especially  as,  when 
Elizabeth  was  at  Kenilworth,  Shakespeare,  born  in 
1564,  was  only  eleven  years  old." 

This  "Life  of  Scott,"  by  Dr.  Mackenzie,  contains 
very  much  that  is  not  in  Lockhart's  more  ex- 
tended biography,  and  will  be  of  great  assistance 
to  any  one  reading  Scott's  novels.  It  gives  in 
many  places  the  sources  from  which  the  novelist 
drew  his  .information,  little  criticisms  upon  the 
novels  and  characters  in  them,  and  a  pleasing 
account  of  his  life,  the  influence  that  made  him 
what  he  was,  and  interesting  accounts  of  his 
friends,  his  work,  and  the  society  in  which  he 
moved.      It-  is  just   the   book    for   one   with    only 


27 


a   little    time    to    read,    but    who   desires    to   learn 
much  in  that  little  time. 

APPENDIX  D. 

Hiram  Corson,  M.  A.,  Professor  of  Anglo-Saxon 
and  English  Literature  in  the  Cornell  University, 
said,  in  an  address  upon  "  The  Claims  of  Literary 
Culture,"  among  many  other  good  things  the  follow- 
ing:— "  Take  any  one  of  the  great  characters  of 
Shakespeare,  and  it  will  be  found  that  the  poet,  by 
the  subtle  and,  to  some  extent,  unsearchable,  alchemy 
of  his  imagination,  has  worked  into  new  forms, 
ordinary  elements  of  humanity,  and  that  the  boldest 
of  his  creations  serve  but  to  exhibit  the  essential 
principles  of  our  common  nature.  In  the  character 
of  Richard  III.,  he  has  moulded  into  a  consistant 
individuality,  'the  hero,  the  lover,  the  statesman,  the 
buffoon,  the  hypocrite,  the  hardened  and  repentant 
sinner.' " 


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